Abstract:

In this study, the self-efficacy levels of social studies teacher candidates in teaching profession have been analyzed according to several variables. The study was conducted in 2016-2017 Academic Year, Spring Terms at Erzincan University, Educational Faculty; and at Atatürk University, Kazım Karabekir Educational Faculty with 100 teacher candidates studying at 4th Grade. The “Teacher Self-Efficacy Scale”, which was developed to determine the self-efficacy perceptions of teacher candidates by TschannenMoran and Hoy, was used in the study. The Turkish validity and reliability study of this scale was conducted by Çapa, Çakıroğlu and Sarıkaya. The Cronbach's Alpha Reliability Coefficient in students’ participation was determined as Alpha=,83; the Cronbach's Alpha Reliability Coefficient in efficacy in teaching strategies was determined as Alpha=,85; and the Cronbach's Alpha Reliability Coefficient in efficacy in classroom management was determined as Alpha=,84. Statistical techniques such as the t-test, One-Way Variance and Arithmetic Average were used in analyzing the data. As a result of the study it was determined that the professional self-efficacy levels of the social studies teacher candidates were found to be adequate at a high level. The self-efficacy levels showed varieties according to the gender and preference order, and no significant differences were detected between the mean academic grades and the expectation about being appointed

Keywords: